The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1887-11-26
THE INSTITUTE ENDS.
THE CLOSING SESSIONS FRIDAY.

i.
THE CLOSING SESSIONS FRIDAY.
Interesting Instructions by DR.. and Mrs.
Newell, Hon. L. E.. White and Miss Me.
hoiln-Dr. whites Eloquent Lecture
last Eysning-Ths I,esolutions, etc.
In spite Of the bad weather tho Pea.
body Inutltute opened yesterday morning
with an increased attendance. The ex.
ercisoa opened with singing by a choir
from Madison school, after which Dr..
Cooke, Of the Second Presbyterian church
led in prayer. Another Gong by the came
pupils followed.
DR.. L. L. White, Superintendent OF the
Cincinnati schools, thon proceeded to
speak Oh tho aubject Of psychology and
It's relations 10 teaching: Education as
m art 10 based on tho nature Of being
educated. We must uso methods adapted
TO the ono educated. In proceeding with
his subject, he said that 1t was an educs.
tional axiom that the instruction i'm.
parted both In matter and method must
be adapted to the capabilities OF the pu.
pill. There arc three worry distinct meth.
ods Of instruction, based on three ideas:
/. That the mind Of the child differs
from that Of the adult, eimply In power or
| atrappth orI mr. That kkno,. A. lS...
amount OF American teaching Is based. :
2. Tho mind Of the child diGora radical.
ly from that Of the adult, from the fact
that some Of the faculties OF the mind arc
sBleep-have not been awakened. The
thought powera are asleep. You cannot
teach a child to reason according 10 this
Wow.
8. That the human a%oulisendowed mar
velously. with tho power TO know present
objecto. This We call tho presentitive
power. The fundamental principle Is to
know that We Observation-Disclosures or
knowledge within. To know what 10
wishout-percop!ion or knowledge &C.
quired by the aenses-ihe power to zoe
relations or intultions.
These three h0 called tho essential &C.
@tivitieo OF the loul. He divided tho sub.
| ject as followa:
Intellect, !, P Par,snsn,o;,r.
Its faculties Is. FSS1sst.
Under the first head hs divided The cub
lecs into con%fciolsness, remi.perceptiou
and Intuition, and tho products into ideas
. petespls and c,acepta Individually
:. Tho representative faculties are memo.
ry, phantaey and imagination, the ilsI
being modifying, the second constructive
and the third creative.
Thought was divided into conception
Judgment and reason, aud each branch
undivided.
Tho mind Of the child pcesesaeB oil
. the faculties that the mind OF tho aduli
has, but ttoy differ in strength.
A cong by Mig Mary Rsdmopd-ti!le
I "Sadis Ray" folio sel.
ENGLISH CONSTRUCTION
DR.. Newell followed, his subject beinq
English Composition for the Lowei
,, Grutee."
, l. Wtlto words from copy on black
] board.
9. Write words from resle. in Gcript.
3. Writo words from dictalion il
, script.
: 4 Write %sen!encea from reader aud from
( DIGESTION.
. 8. Write lessons, apart or the whole.
Q. Write sentence and other passages
from memory.
: 7. Write passages from d~ictstion, with
. omieaioau.
=, s. Write passageu from reader, using
synonyms.
o. Write nho,t essayB from skeleton
:. given.
l0. Write essays without help.
!, The speaker stated that no had followed
: this for yeara with tho very best OF cue
Q cess.
: Another song Vas sung By the pupils o
! the Madison School.
DR.. E. Z. White followed, beginning biz
t talk with a description Of two schools, one
: OF which wss asuccsss and the other 6 fsil
uso. Oae iSiled because the teacher hsG
! not in himself the elements OF governing
ono succeeded because she had within hol
own breast tie power to govern. He spoke
Of this elemeuts Of the good teacher, euci
+. as personal magnetism, presence, pow
or, but he put at the head OF TIT
list good scholarship, i. O., C good knowl
i edge Of Whist 7 teaches. Why2 Be
cause he is an instructor, rather than g.,
governor. This insures confidence in tn,
teacher, without which no one can cue
coed. No teacher should come before {
class unless she has such q knowlsdgs O
the lessen that ehe could tasch it il thert
were not 6 text book in the world on til.
subject.
: Gsrlsld's advice to q young teache.
was, "Seo to 1t that you do not feed you
pupils on cold ~victuals."
The young tescher should cultivate thu
art OF applying methods. Skill conqusrs
ell. Tho third elsmsnt Of governing power il
love-loVe for your work and your pupila
vi e THREE REQUISITES.
This gives the three requisites OF GOV
erning power coming from the head, thu
l. hand and the heart, or good scholarship
skill and love.
The fourth element Of SUCCESS Ia shack
a BONE" will power. The will ia most pow
a erlul when a client tongue is before it.
!, Eiss Meholin npent some time in Il con
tinustion of the oubjecs OF ~clocution. Con
tinuing the drill, ohs gave a fine exhibition
. OF the various movements, which VS.!
most heartily enjoyed by the audience
y Miss Meholin reclted 1.-THE ELI Child" IL
amnnnsr that caused the greatest applaus,
8 from tho audience.
The Inati!ute then adjourned until :
o'clock r. N.
AFTERNOON SESSION.
Tho exerciseg opened with the chantiat
Of tho T~wenty.third Psalm, by the pupil
, Of Miss Meholin's room, Clay School.
A motion song was given by a claas o
Q pupils Of Miss Lizzie Swift's room, Of tn,
r game school: 1t was vol done and loud
t ly applauded at the close.
}. d.. Newell gave an interesting talk OF
Elementary Science and how to teach i
{ to Children"
1t can be taught without apparatus, ex
cept such a can be made by the pupils
He gave q plan OF making this improved
MISUNDERSTANDING that it need not cos
more than twenty-five cents to show al
!. the pronerlieR of water. mir. stc. His tsll